طراحي و روان سنجي ابزار سنجش برنامه ي تحول و نوآوري در آموزش علوم پزشكي

Designing and Psychometrics of tools for Measuring the Program of development and Innovation in Medical Education

مقدمه: سنجش برنامه تحول و نوآوري در آموزش علوم پزشكي در ايﺮان ﻧﯿﺎزﻣﻨﺪ اﺑﺰاري اﺳﺖ ﮐﻪ ﺑﺘﻮاﻧﺪ ﺑﻪ ﻃﻮر دﻗﯿﻖ موفقيت ها و ﭼﺎﻟﺶ ﻫﺎي اين برنامه را اندازه گيري و تعيين نمايد. اين پژوهش به منظور طراحي و روان سنجي ابزار سنجش برنامه تحول و نوآوري در آموزش پزشكي انجام شد. روش : اين ﻣﻄﺎﻟﻌﻪ ﺗﺮﮐﯿﺒﯽ در ﺳﺎل تحصيلي 1398-1397 و طي دو مرحله ﻃﺮاﺣﯽ و اﻧﺠﺎم گرديد. در ﻣﺮﺣﻠﻪ ﮐﯿﻔﯽ ﭘﮋوﻫﺶ، ﻃﺮاحي ﮔﻮيه ﻫﺎ و در ﻣﺮﺣﻠﻪ ﮐﻤﯽ روان سنجي ﭘﺮﺳﺸﻨﺎﻣﻪ ﺻﻮرت ﮔﺮﻓﺖ. ابزاراوليه با 293 گويه طراحي و پس از دو مرحله دلفي به 166گويه تقليل يافت. روايي صوري و محتوايي كمي و كيفي بررسي و پايايي آن به روش آلفاي كرونباخ و پايايي تركيبي تعيين گرديد. نهايتاً با تحليل عامل تأييدي ابزار مذكور با استفاده از نرم افزار Smart pls3 موردتاييد قرار گرفت. يافته ها: پس از مراحل تعيين روايي و پايايي، پرسشنامه اي با 12 بعد و84 گويه طراحي شد. مقدار شاخص روايي محتوايي همه گويه ها بالاي 0/7به دست آمد. در بررسي روايي سازه، مقدار بار عاملي تمام گويه ها، مقادير مناسبي عمدتا بالاتر از 0/7،پايايي هر دو ملاك(آلفاي كرونباخ، پايايي تركيبي)تمام ابعاد بالاي 0/7، ميانگين واريانس استخراج شده((AVE را در همه ابعاد بيشتر از 0/5 نشان داد. نتيجه گيري: نتايج اين مطالعه شاهد مناسبي در خصوص استحكام ساختار عاملي و پايايي ابزار سنجش برنامه تحول و نوآوري است. اين نتايج مي‌تواند در توسعه ابزار سنجش برنامه تحول و نوآوري در ساير دانشگاه هاي علوم پزشكي و موسسات آموزش عالي سلامت، مورد توجه و استفاده پژوهشگران قرار گيرد.

Introduction: The program of development and innovation in medical education was developed with a fundamental look at the evolution in the field of medical science education. Evaluation of the program of development and innovation in medical education in Iran needs tools that can determine the success and challenges of the program. The purpose of this study was to design and psychometrically evaluate the tools for measuring the evolution of innovation in medical education. Methods: This mixed method study was done during the academic year 2018-2019. At the qualitative stage of the study, the strains were designed and at the second stage (Quantitative stage), the psychometric analysis was performed. The instrument was designed with 293 items but reduced to 166 items after two Delphi stages. Quantitative and qualitative face and content validity were assessed and the reliability was determined by Cronbach's alpha and composite reliability. Finally, the confirmatory factor analysis of the tool was confirmed using SmartPLS 3 software. Results: After determining the validity and reliability, a questionnaire including 12 dimensions and 84 items was designed. Content validity index of all items was above 0.7. For the construct validity, factor loadings of all items demonstrated good values, mostly above 0.7, and the reliability of both criteria (Cronbach's alpha, composite reliability) for all dimensions was above 0.7. Besides, mean variance (AVE in all dimensions) was more than 0.5. Conclusion: The results of this study provide a good evidence of the robustness of the factor structure and the reliability of the evaluation tool of the program of development and innovation in medical education. These results could be of interest to researchers in the development of tools for measuring the program at other medical universities and higher education institutions.